Eko Suwarno

Eko.suwarno.ft@um.ac.id; ekosuwaron@gmail.com;
Mobile Phone: 0811363331

Adapted from : Martin Sillaots, 2016

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 Goals
 Content

 Methods

____________________________

 How to evaluate?

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 Learning goals are different
 Understandings are different
 Learning preferences are different
 Prerequisite knowledges are different
______________________

 Learning and teaching needs to be planned/

Designed

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 Analyzing: Needs; Problems; Possibilities;
Alternatives, Target group/ students
 Designing program on learning instruction :
Schedule; Learning goals; Content; Methods;
Evaluation criteria
 Developing : Learning materials; Software and
hardware; Administration tools
 Implementing: Running instruction – activity/ Task
 Conducting Evaluation: Test and Feedback

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 I II III IV
Analysis Design Development Implementat.
Problem Activities Program Teaching
analysis definition Schedule

User Knowledge Learning Evaluation

analysis definition materials

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Assessing Needs
 The first step in building a training course is
identifying the needs of target participants.
 There is a variety of methods for conducting a
needs assessment.
 An in-depth Key Informant Survey can also be used
to provide further details and insights into needs
and overall course design approach and material
focus.

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 A Need: A “need” refers to the gap between what is
and what could or should be within a particular
context, leading to strategies aimed at eliminating
the gap between what is and should or could be.
 Needs Assessment for assessment is:
a. A systematic inquiry for the purposes of
identifying priorities and making decisions, and
b. Allocating finite resources in a manner
consistent with identi fied program goals and
objectives.

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Needs assessment includes:
 Identifying and analysing expressed and unexpressed
needs.
 A plan to develop strategies that address such needs.
For Target Group:
 Outcomes - What the student needs to know in the end
of the course?
 What is the current situation?
 What are the biggest differences between the reality and
desired situation?
 Can those gaps be solved with the training?

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Key tasks in any needs assessment will include, but
not limited to, the following
 Determine the target population
• Identify what type of professionals the course is
designed for.

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Determine the participants’ needs
• Draw from your past experience with similar groups
• Gather information from informal discussions among
professionals in the network
• Conduct surveys
• Conduct focus groups
• Work with an advisory panel
• Observe participants
• Interview participants
• Learn about critical incidents
• Determine what emerging data should be distributed

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 Abilities  Attitudes
 Learning preferences  Beliefs
 Previous experience  Fears
 Cognitive aspects  Group relations
 Age  Relationship with
superiors
 Interest
 Orientation to
 Motivation
cooperation or
competition

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 Pace of learning
 Amount and difficulty of examples
 Learning materials and tools
 Level of abstraction
 Team work management

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 Planning the course objectives and content
 Activities that participant should be able to
conduct individually in the end of the course
 Knowledge that support activities

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 Facts - know
 Concepts – understand
 Rules

 Activities – apply (create, evaluate, analyze)

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 Composing game concept
 Designing Gameplay
 Defining game Rules
 Designing game World
 Designing game Characters
 Writing game Story
 Developing game UI

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 Task
◦ Activity
 Operation

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 Gameplay
◦ Challenges
 Define challenges
 Create hierarchy of challenge
◦ Actions
 Select actions needed for challenges
 Define general actions (not related with the gameplay)

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 Order of activities

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 Select the genre
 Get familiar with typical challenges of the
genre
 Select and modify typical challenges
 If possible provide new challenges
 If suitable “borrow” challenges from other
genres
 Choose challenges
 Create the hierarchy of challenges
 …
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 Fact are not defined
◦ E.g.: In what year the first serious game was
published?
 Concepts should be defined
◦ E.g.: What is serious game?

 What facts and concepts are important to

know for supporting previously stated
activities?

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 Gameplay
 Challenge
 Action
 Genre
 …

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 FLOW

Concentration Intrinsic Control

Reward

Extrinsic
Goals Emotions reward
Balance

Gameplay Feedback Points

Skills Challenges Activities Rules

Game World

Decision making Competition Collaboration

Risk Socialization

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 Procedure guidelines
 Needed for conducting activities

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 Provide as many different challenges as
possible
 Challenges are related with game genre
 Define as little actions as possible
 Actions are related with input devices
 …

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 I II III IV
Analysis Design Development Implementat.
Problem Activities Program Teaching
analysis definition Schedule

User Knowledge Learning Evaluation

analysis definition materials

Mart Laanpere

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Planning the Course units, learning activities
and the timetable

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 Divide learning content in to study units
 Order of study units
 Select learning strategy
 Define learning activities
 Create course schedule

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 Getting attention
 Defining study goals
 Repeating previously studied aspects
 Presenting new information
 Organizing individual work
 Applying new information in practice
 Collect feedback
 Evaluation
 Repeating and applying the knowledge in different
context

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Different learning strategies

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 Teacher’s presentation
 Individual work with learning materials
(reading, making notes, …)
 Individual exercises (solving tasks, …)
 F2F consulting
 Group discussion / Group or team work

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 Grouping information
 Rhymes
 Jokes
 Repeating

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 Paraphrasing
 Continuations
 Comparisons
 Analysis
 Case studies
 Analogues
 Concept mapping
 Changing the context

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 Comparing different examples
 Applying the rules from simple case to complex
case
 Finding the most important aspects
 Providing examples
 Developing skills

 Induction or Deduction
 Enquiry based or Presentation based

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35
Curse Content Template

Level Content Method Feedback Evaluation Management

Know Facts:

Understand Concepts:

Apply Procedures:

Think Analyze …

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Timetable

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 Getting attention – 1 min
 Stating the goal – 1 min
 Building the connection with the previous learning unit
– 3 min
 Demonstration of practical skills – 15 min
 Referring to the additional materials – 1 min
 Individual assignment + individual support – 30 min
 Student presentations – 15 min
 Discussion and feedback – 15 min
 Giving home assignment – 5 min

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 Getting attention – 1 min
 Giving assignment – 5 min
 Referring to the additional materials – 1 min
 Forming groups – 1 min
 Asking students to share responsibilities, learn
needed skills and fulfill assignment – 50 min
 Group presentations and discussion – 30 min

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Create a schedule for your lesson

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 I II III IV
Analysis Design Development Implementat.
Problem Activities Program Teaching
analysis definition Schedule

User Knowledge Learning Evaluation

analysis definition materials

Mart Laanpere

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And Tools

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 Lecture notes
 Presentations
 Individual reading
 Individual or team work guidelines
 Interactive environments (e.g. games)

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 Extra Credits –
www.youtube.com/user/ExtraCreditz
 Gamasutra – www.gamasutra.com
 Gamnesia – www.gamnesia.com
 SEGAN – seriousgamesnet.eu
 SGWS -
htk.tlu.ee/icampus/pg/groups/219519/desig
n-of-serious-games-2015/
 …

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 eAdventure - e-adventure.e-ucm.es
 Scratch - scratch.mit.edu
 Kodu - www.kodugamelab.com
 Unity - unity3d.com
 …

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Select learning materials and tools for your
lesson

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 I II III IV
Analysis Design Development Implementat.
Problem Activities Program Teaching
analysis definition Schedule

User Knowledge Learning Evaluation

analysis definition materials

Mart Laanpere

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48
80%
70%
60%
50%
40%
30%
20%
10%
0%
0 10 20 30 40 50 60 70 80 90

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 Students interest is dropping during the class
 In the beginning of the lesson students
attention is higher (70%) compared to the end
of the class (30%)
 40% of what the teacher says is immediately
lost after saying it
 0.5 years after finishing the course students
remember 5% what was learned

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80%
70%
60%
50%
40%
30%
20%
10%
0%
0 10 20 30 40 50 60 70 80 90

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 Rest  Case study
 Read notes  Student
 Ask questions presentation
 Exercise  Short test
 Reading exercise  Repeating
 Discussion  Planning
 …

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 Motivate students
 Active learning
 Communication
 Previous studies

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 Individual study
 Personal approach
 Problem based learning
 Feedback
 Group or teamwork
 Learning through Practice
 Learning to learn
 Project based learning
 …

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 Circles
 Interviews
 Pairs
 Triplets
 Pyramid or snowball
 Group member exchange
 Brainstorming
 …

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 I II III IV
Analysis Design Development Implementat.
Problem Activities Program Teaching
analysis definition Schedule

User Knowledge Learning Evaluation

analysis definition materials

Mart Laanpere

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 Prepare to teach your fellow students

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Assessment and Feedback

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 Formative
◦ Several times during the course
◦ Improve the course
◦ e.g. improve the learning activities, materials, …
 Summative
◦ In the end of the course
◦ Final evaluation
◦ e.g. select the best materials, activities, …

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 Students feedback
 Learning results
 Change in behavior
 Benefits

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 Experiment
 Observation
 Questionnaire
 Interview
 Walkthrough
 External evaluation

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 Learners
 Teachers
 Experts
 Documents

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 Learning content
 Learning strategy
 Assignments
 Evaluation methods
 Interaction
 Learning materials
 Learning tools
 Learning environment
 Learning management

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 Evaluation objectives
 Evaluation target group
 Scope of the evaluation
 Evaluation criteria
 Evaluation questions
 Quality insurance
 Data collection methods
 Action plan
 Cost
 Permission for evaluation
 Data collection
 Data analysis
 Evaluation report 67
 Plan Course Evaluation
(alternative to teaching)

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 Test
 Essay
 Student presentation
 Exercise
 …

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 Quiz
 Portfolio
 Exhibition
 Project
 Self evaluation
 …

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 Setting objective for the test
 Selecting the type of the test
 Selecting test question types
 Creating test questions
 Assembling the test
 Conducting the test
 Analyzing test results
 Announcing test results

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Plan Evaluation of Students
(alternative to teaching)

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The

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